David L Coulter
Dados Biográficos
| ID | 3450239 |
|---|---|
| NOME | David L Coulter |
| PRENOMES | David L |
| SOBRENOME | Coulter |
| ASSINATURA | COULTER D L |
| AFILIAÇÕES | University of British Columbia |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 3 |
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Educational Judgment
The difficulty of connecting the knowledge generated by educational researchers and the practice of classroom teachers is familiar. Academics write about the importance of research for understanding and improving classroom practices; classroom teachers dismiss the academics’ research knowledge as a poor substitute for actual experience. We argue for moving from debates between spectators and actors about knowledge and practice to discussions abou…
The Epic and the Novel
Teacher research has been concerned with the generation of knowledge and voice for more than 70 years; teachers are invited to join the academic dialogue by becoming researchers themselves. Yet the promised fusion of communities seems as distant as ever. I want to suggest that for these two solitudes to be brought together, the emphasis needs to change from the generation of knowledge to dialogue about what counts as knowledge. Using the work of …
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Educational Judgment
The difficulty of connecting the knowledge generated by educational researchers and the practice of classroom teachers is familiar. Academics write about the importance of research for understanding and improving classroom practices; classroom teachers dismiss the academics’ research knowledge as a poor substitute for actual experience. We argue for moving from debates between spectators and actors about knowledge and practice to discussions abou…
The Epic and the Novel
Teacher research has been concerned with the generation of knowledge and voice for more than 70 years; teachers are invited to join the academic dialogue by becoming researchers themselves. Yet the promised fusion of communities seems as distant as ever. I want to suggest that for these two solitudes to be brought together, the emphasis needs to change from the generation of knowledge to dialogue about what counts as knowledge. Using the work of …
The Epic and the Novel
Teacher research has been concerned with the generation of knowledge and voice for more than 70 years; teachers are invited to join the academic dialogue by becoming researchers themselves. Yet the promised fusion of communities seems as distant as ever. I want to suggest that for these two solitudes to be brought together, the emphasis needs to change from the generation of knowledge to dialogue about what counts as knowledge. Using the work of …
Educational Judgment
The difficulty of connecting the knowledge generated by educational researchers and the practice of classroom teachers is familiar. Academics write about the importance of research for understanding and improving classroom practices; classroom teachers dismiss the academics’ research knowledge as a poor substitute for actual experience. We argue for moving from debates between spectators and actors about knowledge and practice to discussions abou…
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we pr…
Educational research (2 obras) · Epistemology (2 obras) · Pedagogy (2 obras) · Political science (2 obras) · Psychology (2 obras) · Sociology (2 obras) · Adaptive behaviour (1 obras) · Adolescent and Pediatric Healthcare (1 obras) · Borderline intellectual functioning (1 obras) · Computer Science (1 obras)